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The thinking about the structure of the framework, and how to populate it, continues.
We’ve been working lately on attempting to build a network structure as the foundation from which we could extract or build different views for different purpose and audiences, including a range of curriculum pathways. As before, we are talking with as many informed colleagues as possible and were delighted to accept an invitation from Malcolm Swan and his colleagues at the Centre for Research in Mathematics Education at the University of Nottingham. The focus of our discussions was curriculum design – one step upward from framework design – and what might be gained or lost from using content as the starting point (as in much existing curriculum documentation) or starting from tasks or problem sets.
This prompted our next question – what are the affordances and restrictions of using tasks, rather than a statement of content, as the basis for a curriculum?